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- Petersson, Jöran, et al.
(författare)
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Time series analysis: Moving averages as an approach to analysing textbooks
- 2020
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Ingår i: Proceedings of CERME11. - : Freudenthal Group & Freudenthal Institute. - 9789073346758
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Konferensbidrag (refereegranskat)abstract
- In this study we introduce time series analysis, specifically moving averages, as a novel strategy for analysing mathematics textbooks. Such analyses show how different topics or mathematical processes are emphasised over different time periods, whether at the level of the lesson, the week, the month or year. In this paper, by way of example, we show how one of the eight categories of foundational number sense (Andrews & Sayers, 2015), namely simple addition and subtraction, is distributed and sequenced across three English, year one, textbooks. The analyses are compared empirically with four other methods found in the literature to show how time series analysis using moving averages helps address the shortcomings of these different approaches.
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| 2. |
- Sayers, Judy, et al.
(författare)
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Estimation : An inadequately operationalised national curriculum competence
- 2020
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Ingår i: BSRLM Proceedings: Vol 40 No 1 at The University of Cambridge, Cambridge, on Saturday 7 th March 2020. - Cambridge : British Society for Research into Learning Mathematics. ; , s. 1-6
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Konferensbidrag (refereegranskat)abstract
- Research has highlighted the importance of estimation, in various forms, as both an essential life-skill and a significant underpinning of other forms of mathematical learning. It has also highlighted a lack of opportunities for learners to acquire estimational competence. In this paper, we present a review of the literature that identified four forms of estimation. These are measurement, computational, quantity (or numerosity) and number line estimation. In addition to summarising the characteristics and significance of each form of estimation, we examine critically the estimation-related expectations of the English national curriculum for primary mathematics to highlight a problematic lack of opportunity.
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